Proper Disposal of
Lesson 3:
Household Hazardous Waste
Lesson’s Concept
Many household products are hazardous, both when they are used and when they are
disposed of. They must be separated carefully from regular waste. Most household
hazardous waste can be taken to a collection site, where some of the hazardous waste
can be recycled. Inappropriate disposal of household hazardous waste can harm the
environment and people.
PURPOSE
Students will learn how household hazardous
waste should be disposed of.
OVERVIEW
In this lesson students will:
• Observe a variety of empty containers
and some labels of household hazardous
waste.
• Color and put together a coloring book
about household hazardous waste.
• Play a relay game to learn appropriate
disposal methods for various household
products.
• Listen to a speaker from the local house-
hold hazardous waste management site
and write a thank you letter to the speaker.
• Design posters that show the proper dis-
posal of household hazardous waste.
CORRELATIONS TO CALIFORNIA’S
CONTENT STANDARDS AND
FRAMEWORKS
• By listening to a speaker, students acquire
information on how to properly manage
household hazardous waste.
- Students “retell, paraphrase, and ex-
plain what has been said by a speaker.”
(English–Language Arts Content Stan-
dards for California Public Schools, Kinder-
garten Through Grade Twelve, page 20)
- Students “determine the purpose or
purposes of listening (e.g., to get infor-
mation, to solve problems, for enjoy-
ment).” (English–Language Arts Content
Standards for California Public Schools,
K-3 Module, Unit 5: Proper Management
of Household Hazardous Waste
Kindergarten Through Grade Twelve, page
15)
- People “need to exercise judgment, care,
and planning . . . in their practices of
disposing of wastewater and materials.”
(Science Framework, page 125)
- Students “acquire information by
K–3 Module
listening, observing, using community
resources, and reading various forms of
Unit 5
literature and primary and secondary
source materials.” (History–Social Science
Framework, page 26)
• Students read words concerning house-
hold hazardous waste, and they color a
corresponding picture. They also write
thank you letters to a speaker who visited
their class.
- “Students know about letters, words,
and sounds. They apply this knowledge
to read simple sentences.” (English–Lan-
guage Arts Content Standards for Califor-
nia Public Schools, Kindergarten Through
Grade Twelve, page 1)
- Students write “personal and formal
letters, thank-you notes, and invitations
. . . (that) include the date, proper salu-
tation, body, closing, and signature.”
(English–Language Arts Content Standards
for California Public Schools, Kindergarten
Through Grade Twelve,
page 18)
• Students make posters that show the
proper disposal of household hazardous
waste.
- “Students create original artworks
based on personal experiences or
responses.” (Visual and Performing Arts
Lesson 3: Proper Disposal of
223 Household Hazardous Waste
 Framework; Visual Art: Creative Expres-
sion Component, Goal 4, page 101)
- “Scientific progress is made by asking
meaningful questions and conducting
careful investigations. As a basis for
understanding this concept . . . stu-
dents will . . . communicate observa-
tions orally and in drawings.” (Science
Content Standards, Grades K–12; Kinder-
garten; Investigation and Experimenta-
tion, Standard 4e)
Preparation
___ 1. Read the “Background Information for
the Teacher” at the end of this lesson.
___ 2. Identify agencies and organizations that
deal with the proper disposal of hazard-
ous household products. Call the local
recycling center, household hazardous
waste (HHW) coordinator, or health
department to find out about disposal
procedures and other related issues,
including locations of local household
hazardous waste collection sites.
You can also “Earth’s 911” at 1-800-
CLEANUP or visit the Web site at
www.1800cleanup.org for information on
household hazardous waste and referrals
to local program coordinators.
___ 3. Invite a speaker to talk about disposing
waste safely and recycling household
hazardous waste.
___ 4. If you have obtained information packets
concerning the disposal of household
hazardous waste in your community,
prepare copies for students to take home.
___ 5. Duplicate sheets from “Safe House, Safe
Me!” (pages 229–234) to provide one set
for each group of six students (so that
each student will have one sheet).
___ 6. Do “a” and/or “b.”
___ a. Collect ten containers from non-
hazardous products (e.g., food
and beverage containers, like
cereal boxes, milk cartons, gallon
plastic jugs). In half of these add
water or paper to represent the
presence of the product inside
CLOSING THE LOOP
Scientific Thinking
Processes
observing, communicating, ordering,
comparing, classifying, relating
Time
60 minutes to prepare for the lesson and
90 minutes to implement the lesson.
Vocabulary
household hazardous waste, pollution
(Select additional words that students are
curious about in this lesson.)
the container.
If you haven’t already done so,
collect at least ten empty and
rinsed out household hazardous
product containers that have
some type of warning labels.
You might be able to get some of
these from the school’s custo-
dian and some from your home.
• Obtain at least one one-gallon
plastic water or milk jug. To
that container, add water and
label it “used oil.”
• Pour about a cup of water
into half of the ten household
hazardous waste containers.
These will represent con-
tainers that still contain the
original product.
• For added safety, tape all lids
on all containers.
• Label half of the nonhazard-
ous and hazardous product
containers with “Team #1”
and the other half with “Team
#2.”
___ b. If you do not wish to gather the
containers, you can use the cards
printed in this lesson. Duplicate
and cut apart two sets of the two
pages of “Cards Representing
Various Products” in this lesson
(pages 235 and 236). Label the
first set “Team #1” and the sec-
ond set “Team #2.”
___ 7. Prepare the playing area. This area can
be in the classroom or outside.
K-3 Module, Unit 5: Proper Management
224 of Household Hazardous Waste
 • Designate one area as the “House-
hold Hazardous Waste (HHW)
Collection Site” by placing a plastic
tarp or sheet on the floor or ground.
• Within the HHW Collection Site,
provide a box for HHW that can be
recycled. Label this box “HHW for
Recycling.” Also provide a box for
HHW that can be reused. Label this
box “HHW for Reusing.”
• Designate an area on the other side
of the playing field or classroom as
a “Regular (Nonhazardous) House-
hold Waste Collection Site.”
• Within that site designate a box for
reusing, a box recycling, and a box
for a landfill. Label the boxes “Re-
use,” “Recycle,” “To Landfill.”
MATERIALS
___ At least ten containers from nonhazardous
products (half containing some product
simulated by using water or paper)
___ At least ten containers from household
hazardous products with warning labels
(half containing a cup of water)
___ One motor oil container with water and a
label indicating “used oil”
___ If not using containers, you will need
“Cards Representing Various Products.”
___ Copies of pages from “Safe House, Safe
Me!” (a set for each group of six students)
___ Scissors
___ Colored pencils, crayons, or markers
___ Plastic tarp or sheet
___ Five boxes (or five hula hoops)
PRE-ACTIVITY QUESTIONS
A. Ask students:
• How do we usually handle our regular
(nonhazardous) waste? We recycle it; we
reuse it; we throw it in the garbage can.
• What do reduce, reuse, and recycle
have to do with trash? Reducing how
much you use so you won’t have as much
trash to throw away; reusing things, recy-
cling things like aluminum cans.
B. With the pile of ten empty and rinsed out
containers that have some type of warning
labels placed in front of the students, lead
a discussion:
K-3 Module, Unit 5: Proper Management
of Household Hazardous Waste
• Each container has some type of
warning information. Is this warn-
ing for the contents inside or for the
container itself? The contents inside.
• If the container is totally empty, what
can be done with it? Maybe it can be
recycled, or it will need to go to the trash
can. We can also read the label to see
whether it says anything about proper
disposal of the empty container. We can
look for the recycle symbol and plastic
numbers.
• How can we find out whether the
empty container can be recycled?
Find out what our community recycles
by calling someone who works for a
garbage company.
• When do people want to dispose of
household hazardous waste? When
they no longer want it.
• Could they give a household hazard-
ous product in its original container
K–3 Module
to a neighbor to use; for example,
Unit 5
toilet bowl cleaner? Yes. Tell students
that it is recommended that the entire
contents in the container of a house-
hold hazardous product be used up.
If a family no longer wants to use
it and someone else wants to use it
properly, then the family can give it
to someone else.
• If a family cannot give away a con-
tainer that still has some household
hazardous product in it (and since
the family no longer wants it, and it
is now considered household hazard-
ous waste), what can the family do?
Don’t know; take it to a special place;
throw it away. If someone says to put
it in the garbage can, tell students
that it is against the law to put house-
hold hazardous waste, even if it is in
a container, in the garbage can. If the
container breaks or bursts when it is
compacted, the product could injure
the person who collects the garbage
or someone working at the landfill.
The container could also leak from
the landfill into surrounding areas.
Lesson 3: Proper Disposal of
225 Household Hazardous Waste
PROCEDURE
A. Separate the class into groups of six stu-
dents. Provide each group with a set of
copied pages to color from the “Safe House,
Safe Me!” coloring pages in this lesson.
• Provide colored pencils, crayons, or
markers to students.
• Ask that each student complete one
page.
• Once students have completed coloring,
have each student read his or her page
with the group.
• Have each group compile its colored
pages into a booklet, which can be
stapled.
• As a class, discuss what information we
learned from the booklet.
• Tell students that some household
hazardous waste can be recycled. In
our community these wastes include
used motor oil, antifreeze, and batteries.
(Note: Use the actual list from your com-
munity’s household hazardous waste
facility.) These should never be poured
out on the ground or in storm drains,
because they can pollute the environ-
ment. They should never be thrown into
the garbage can, because they can injure
workers who collect garbage or work
at the landfill and can also pollute the
landfill.
Note: Consider allowing one student from each
group to take home the booklet overnight to
share with family members. Then the booklet
will need to be brought back for another student
to take home. If this set-up will not work for
your students, then consider providing a set of
pages from “Safe House, Safe Me!” especially
pages 1, 2, 3, and 5 (these can be copied on both
sides of the paper to conserve paper), for stu-
dents to color at home.
Note: You will need to adjust the following game
to the grade level of your students.
B. If you have collected at least ten contain-
ers from nonhazardous products and ten
empty and rinsed out containers (from
hazardous products) that have some type of
warning labels, do #1. If you did not gather
the containers, do #2.
1. Make sure that you have poured about
a cup of water into half of the ten empty
CLOSING THE LOOP
containers that have some type of warn-
ing labels. These will represent containers
that still contain the original products.
For added safety, tape all lids on all con-
tainers.
• Half of the nonhazardous containers
should also have something in them,
such as waste or paper to represent
food.
• Make sure that you have labeled half
of the nonhazardous and hazardous
product containers with “Team #1”
and the other half with “Team #2.”
2. If you do not wish to gather the contain-
ers, you can use the “Cards Representing
Various Products” printed in this lesson.
You might want to have students color
these.
• Make sure that you have made two
sets of cards with “Team #1” written
on each one of one set of cards and
“Team #2” written on each one on the
other set of cards.
• The cards can be laminated and kept
to use with other classes.
Note: This game can be organized not as a relay
but by using a point system based on accuracy.
Place the disposal boxes close together and have
students deposit their containers or cards in the
appropriate disposal box. Give teams points for
placing items in the correct disposal box. Another
variation is to have the teacher ask for an item
for a particular disposal box, and groups have to
send someone with the item to the teacher. This
can be played for points or for prizes.
C. Lead students to the playing area, or point it
out to them if the area is in the classroom.
1. Indicate the location of the simulated
“Household Hazardous Waste (HHW)
Collection Site.”
2. Point out the box within the “HHW
Collection Site” for household hazard-
ous waste that can be reused and the box
for household hazardous waste that can
be recycled. Any household hazardous
waste that cannot be reused or recycled
should be placed in a pile on the tarp.
3. Show students the “Regular (Nonhazard-
ous) Household Waste Collection Site,”
which should be on the other side of the
playing field or classroom.
K-3 Module, Unit 5: Proper Management
226 of Household Hazardous Waste
 4. Point out the boxes for reusing, recy-
cling, and the landfill within the “Regu-
lar (Nonhazardous) Household Waste
Collection Site.”
D. Tell students that the object of the game
is for students to place their containers or
cards in the appropriate area, based on
what is accepted and recycled in their com-
munity.
• If using real containers, students will
need to notice those that are empty and
those that are not.
• If using cards, ask students to assume
that all containers contain some product
for the first game. Then play a second
round of the game and have students
assume that all containers are empty.
Safety Note: Emphasize to students that they
will pretend to be adults taking the household
hazardous waste to a proper household hazard-
ous waste collection site in their community.
They should not touch these products at home
unless approved by their parents or guardians.
E. Separate students into two teams: Team #1
and Team #2.
• Give a set of containers or cards to each
team.
• Ask each team to distribute at least one
container or card to each student.
• Ask the two teams of students to stand
in the middle between the “Household
Hazardous Waste Collection Site” and
the “Regular (Nonhazardous) House-
hold Waste Collection Site.”
Note: Students might not know where various
waste should go, so encourage them to guess.
The labels might give them a clue. The discus-
sion at the end of the game is important for
students to learn where each waste should have
gone.
F. Play the game in a relay fashion, but with-
out having students run.
• One student from each team will look
at his or her container or card and walk
to the appropriate disposal site, placing
the container or card in the appropriate
place.
• These students walk back to their
groups, and the next student in line
deposits his or her container or card in
the appropriate place.
K-3 Module, Unit 5: Proper Management
of Household Hazardous Waste
• Emphasize to students that the goal is not
speed, but accuracy.
G. When the relay is over, have students look at
each collection site and analyze its contents.
• Are all waste materials in their proper
place? Was Team #1 or Team #2 more
accurate? (If needed, students will need
to refer to what materials are recycled in
their community.)
• Where should some of these items be
placed? Ask students to take the items
that were not placed in correct containers
to the correct containers.
H. If cards were used in the game, play the
game with a second set of cards. If containers
were used in the game, consider playing the
game with cards.
Note: For additional information and activities on
reducing, reusing, and recycling nonhazardous
waste, see Unit 2 in the K–3 Module.
I. If you plan to invite to the class a speaker
K–3 Module
from the household hazardous waste collec-
tion site, do the following:
Unit 5
• Determine with students the purpose(s)
for listening to the speaker. To get informa-
tion.
• Develop a list of questions with students
on what to ask the speaker. For example,
what happens to the waste that is brought
to a household hazardous waste collec-
tion center?
• Have the speaker talk to students about
the household hazardous waste recycling
and disposal site in the community. Stu-
dents should learn that the first way to
deal with a household hazardous product
is to use it all up. Then the container can
be recycled or placed in the garbage can
(depending on your community’s solid
waste management opportunities and the
directions, if any, on the container).
• Show the speaker the actual containers
of household hazardous waste that you
have collected for this lesson and/or the
cards printed in this lesson, and ask the
speaker to help students determine the
proper disposal for each type of waste.
• After the speaker is gone, ask students to
retell, paraphrase, or explain what was
said by the speaker.
Lesson 3: Proper Disposal of
227 Household Hazardous Waste
 • Ask students to draw one thing that they
learned from the speaker.
• Have students write thank-you letters
to the speaker. Older students should
include the date, proper salutation, body,
closing, and signature on the thank-you
letter. For younger students, combine
the writings into one letter to send to
the speaker. Some drawings could be
included in the letter. For older students,
consider sending most or all of their let-
ters to the speaker.
Note: The school’s custodian can also speak to
the class about how he or she disposes of the
containers for chemicals used to clean class-
rooms.
DISCUSSION/QUESTIONS
A. Ask students what the difference is between
household hazardous products and house-
hold hazardous waste. Household hazardous
products are products that are used at home
that could be poisonous or dangerous in other
ways. Household hazardous waste is the product
you no longer want. Explain to students that
household hazardous waste can also be a
used product, such as used motor oil or
used batteries. These can be recycled.
B. Ask students how the game they played is
similar to what happens in their community
in terms of household hazardous waste col-
lection.
Application
A. Discuss and, if necessary, teach students
how their families can get rid of household
hazardous wastes no longer needed in order
to limit their harmful effects on the environ-
ment and other people. Share with them
the information you have found out about
household hazardous waste disposal in
your community.
B. Provide a handout of information on
household hazardous waste for students to
take home to their families. An example of a
letter to parents and other information that
applies to your community that you will
need to complete this activity are provided
at the end of this lesson.
C. Ask students to make posters to inform
adults of the importance of taking house-
hold hazardous waste to the household
hazardous waste facility.
CLOSING THE LOOP
D. Ask students to write a sentence or two
in their journals about what they have
learned in this lesson. They can also draw
a picture. Have them share their jour-
nal entries in small groups. Check each
student’s writing.
Submitted by Christina Lucas, second- and third-grade
teacher, Baywood Elementary School, San Luis Coastal
Unified School District.
Resources
Videos
Hazardous Waste, Whose Problem Is It Anyway?
1989. Available from the Environmental Health
Coalition, San Diego (10 minutes).
A class goes to different rooms in a house
and looks at the problems of household haz-
ardous products and waste. Discusses the
importance of reading labels, storing house-
hold hazardous products safely, and dispos-
ing household hazardous waste safely.
Peter Paint and Pals, Produced by Creative Edge
Communications and City of Chino, 1996.
Cartoon-type characters representing vari-
ous household hazardous products explain
why some household hazardous waste
disposal methods are not acceptable and
discuss how to dispose properly of house-
hold hazardous waste.
Other Resources
Call “Earth’s 911” at 1-800-CLEANUP or
visit the Web site at www.1800cleanup.org to
acquire automated information on locations of
recycling centers in your community.
K-3 Module, Unit 5: Proper Management
228 of Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 1)

K–3 Module
Unit 5

Keep in a safe place.

K-3 Module, Unit 5: Proper Management Lesson 3: Proper Disposal of

of Household Hazardous Waste 229 Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 2)

Antifreeze is poisonous.

K-3 Module, Unit 5: Proper Management

CLOSING THE LOOP 230 of Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 3)

K–3 Module
Unit 5

Do not dump used oil down a storm drain.

K-3 Module, Unit 5: Proper Management Lesson 3: Proper Disposal of

of Household Hazardous Waste 231 Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 4)

Paint thinner is dangerous to animals.

K-3 Module, Unit 5: Proper Management

CLOSING THE LOOP 232 of Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 5)

K–3 Module
Unit 5

Recycle old car batteries, leftover latex paint,

and used motor oil.

K-3 Module, Unit 5: Proper Management Lesson 3: Proper Disposal of

of Household Hazardous Waste 233 Household Hazardous Waste
 Student’s Page

Safe House, Safe Me!

(page 6)

Everybody is safe.

K-3 Module, Unit 5: Proper Management

CLOSING THE LOOP 234 of Household Hazardous Waste
 cards representing various products
(Household Hazardous Products)

Aerosol can Fertilizer

Toilet bowl cleaner Medicine

K–3 Module
Unit 5
Battery Paint

Window cleaner Pesticide

Antifreeze Motor oil

K-3 Module, Unit 5: Proper Management Lesson 3: Proper Disposal of

of Household Hazardous Waste 235 Household Hazardous Waste
 cards representing various products
(Household Nonhazardous Products)

Milk jug Banana peel

Cereal box Aluminum soda can

Glass jar from jam Plastic jar from peanut butter

Soup can Plastic 2-liter beverage bottle

Shampoo bottle Box from baking soda

K-3 Module, Unit 5: Proper Management

CLOSING THE LOOP 236 of Household Hazardous Waste
 (Use school’s letterhead.)

Dear Parent or Guardian:

Please read the following information with your child:

Our class is studying household hazardous products. Since the safety of children
is our highest priority, we have been studying the various kinds of household
hazardous products they may encounter, including:
- Aerosol cans
- Automotive products (including used oil and used oil filters)
- Batteries
- Cleaning products
- Fertilizer
- Fluorescent light bulbs
- Fuels
- Medicines
- Paints (including wood preservatives and paint solvents)
- Pesticides

K–3 Module
Students have learned that:

Unit 5
• Containers containing any leftover household hazardous products should never
be placed in the trash.
• The contents of household hazardous products should never be poured down
the drain, on the ground, or into a storm drain.
• The contents of household hazardous products that are no longer wanted by the
family that bought them are called household hazardous waste (HHW).
• To protect people and water supplies and to keep our environment from
becoming polluted, the community provides a household hazardous waste
collection site where you can bring your household hazardous waste.

To increase home safety with household hazardous materials, the California

Integrated Waste Management Board suggests the following:
• Buy only what you need and will be able to use up.
• Use the product up.
• Give it to someone who could use it safely.
• Take it to the household hazardous waste disposal site. This is located on
.
The telephone number to call for information on the proper disposal of household
hazardous waste in our community is:

Thank you,

K-3 Module, Unit 5: Proper Management Lesson 3: Proper Disposal of

of Household Hazardous Waste 237 Household Hazardous Waste
 Background Information
For The Teacher
Research the types of household hazardous
waste collections that are available in your
community. Contact the county waste de-
partment or environmental health services.
Many communities sponsor monthly drop-
off events or maintain a permanent disposal
location for household hazardous wastes.
You can also call “Earth’s 911” at 1-
800-CLEANUP or visit the Web site at
www.1800cleanup.org for information on
household hazardous waste and referrals to
local program coordinators.
Household hazardous waste does not belong
in a landfill, on the ground, in the gutter, in
creeks or other bodies of water because it pol-
lutes the environment. It belongs at a house-
hold hazardous waste collection site. Some
household hazardous wastes can be recycled.
In fact, recycling used motor oil is the only
safe and legal option. The following informa-
tion explains the household hazardous waste
disposal options.
Recommendations for Household Haz-
ardous Wastes (HHW)
• Keep all household hazardous products
and wastes out of the reach of children
and pets.
• Read the label before handling any house-
hold chemicals.
• Avoid mixing household wastes together
for disposal.
• Avoid putting a hazardous product in a
different container.
• Use the product up before recycling or
disposing the empty container. (Follow di-
rections on the container’s label on how to
dispose properly of the empty container.)
• Call the local county recycling agency,
health department, or household hazard-
ous waste coordinator to learn proper
disposal and/or recycling/reuse options
in your community.
• Take household hazardous waste to a
household hazardous waste collection site
or event in your community.
Actions to Take Concerning HHW
(In the order recommended by
CLOSING THE LOOP
the California Integrated Waste
Management Board)
A. Reduce
Identify household hazardous products that
can be used less. Consider whether the product
is really needed and whether safer alternatives
are available.
B. Reuse (In the case of household hazardous
waste, reuse can mean “to use up” the prod-
uct).
Whenever possible use up the product or give
it to someone who will use all of it. For ex-
ample, reuse paint solvents by letting the paint
sludge settle and then reuse the solvent. Some
charities accept excess paints that they will use.
Household hazardous waste collections pro-
grams may offer opportunities to reuse items.
C. Recycle
Recycle those household hazardous wastes that
can be recycled in your community. Used auto-
mobile oil, used oil filters, used antifreeze, used
batteries, and leftover paints are the principal
household hazardous waste that are recyclable.
None of these should ever be poured into
storm drains or sewers, because these may be
directly connected to streams or other bodies
of water and the waste will pollute the water.
To find out how and where to recycle used
automobile oil, oil filters, and antifreeze, call
the county’s recycling or household hazard-
ous waste coordinator or the Environmental
Protection Agency’s environmental hotline
1-800-CLEAN-UP. Note that recycling used oil
and used oil filters is the only legal and envi-
ronmentally safe way of handling this resource.
D. Safe Disposal
• Many cities and counties have a perma-
nent household hazardous waste col-
lection facility. Some of these household
hazardous waste collection facilities are
called ABOP, which is an acronym for the
four items that are accepted at that
facility:
- Antifreeze
- Batteries
- Oil (used motor oil)
K-3 Module, Unit 5: Proper Management
238 of Household Hazardous Waste
 - Paint
• Many communities organize household
hazardous waste collection events. Call
the county recycling or household hazard-
ous waste coordinator for locations of lo-
cal household hazardous waste collection
events.
• Some household hazardous waste col-
lection facilities or household hazardous
waste collection events accept all of the
following:
- Aerosol cans
- Automotive products (including used
motor oil and used motor oil filters)
- Batteries
- Cleaning products
- Fertilizer
- Fluorescent light bulbs
Mendo-Lake HazMobile collects household hazardous waste on specific days throughout the year in Mendocino and
Lake counties.
K-3 Module, Unit 5: Proper Management
of Household Hazardous Waste
- Fuels
- Medicines
- Paints (including wood preservatives
and paint solvents)
- Pesticides
• None of the above products should be
placed in a trash can or poured down a
drain.
• Most household hazardous waste col-
lection facilities or household hazardous
waste collection events do not accept am-
munition, explosives, radioactive materi-
als, or infectious wastes.
Note: For more information, see “Appendix
B–VI, Household Hazardous Wastes.”
K–3 Module
Unit 5
Lesson 3: Proper Disposal of
239 Household Hazardous Waste
 NOTES

K-3 Module, Unit 5: Proper Management

CLOSING THE LOOP 240 of Household Hazardous Waste